Here are some of the things we covered in the Nov PLC meeting at Sunrise.
Technology:-We asked Lynn to look into the possibility of a district wide staff share for Art teachers-Lynn is looking into setting up workshops with trainings in Smart Board Applications for Art Teachers, WebFusion Profiles and Tools, and Wikis - what they are and how to use them- Nicole at Sunrise is going to set up a Wiki for us as Art teachers to be able to participate and comment on the PLC meetings, so we can all have input even if we can't make it to one of the meetings. (We will have training on how to use it).
Regarding the Day 0 Art PLC, we hope that it can be used as a pilot for the district, showing how useful and valuable this time is. Apparently there was a memorandum of understanding in which principals need to be showing how they are providing collaboration time (I don't have the exact details or even the vague ones, so don't take this as absolute truth)
We reviewed the minutes from both Day 0 minutes and clarified some things for ourselves. -Regarding the Portfolio review in May: -Self Portraits do not need to be literal; a written component, i.e. Artist Statement needs to be tied to at least 1 component of the portfolio. -We will only be bringing one example of a 3 portfolio and one example of a 4 portfolio, if you have a portfolio you feel is questionable please bring it as well. - It was brought up that some would like more in-depth conversations during the portfolio meeting. Lynn said he would survey the Art teachers about how they feel we could get the most out of the discussions at the May portfolio review. - 6th grade show will be at the Laramie County Public Library in February for all elementary schools. Work for the show should be a 3 or a 4 with a written statement.
Jane Hansen and Jill have been getting really good results working with compare and contrast projects. I shared my newest student self assessments (one is attached to this email). I also shared a document I was given at the PLC Training in Seattle this summer showing which types of things you are assessing for match which types of actual assessments. (also attached).
We discussed what Data is in the Art Room. We went back to the Essential Questions of PLCs. 1. What do all students need to know and be able to do?2. How will we know if they have learned it?3. What will we do if they don't?4. What will we do if they come to us already knowing? As elementary teachers we addressed question 1 last year when a group of us developed the Essential Learnings/Scope & Sequence document for the elements and principles of design. Question 2 really is the question related to Student Data. We defined the following:-Student Data in Art is really the physical evidence of student learning, mainly the art itself, it is supported and enhanced with additional components such as writing components.-To know if students have learned the Essential Learnings we need assessments.-Again Student Assessments in Art is first and foremost the Art itself, supported and enhanced with additional components. -To have Common Assessments in Art it means we as Art teachers are looking at Student Data (i.e. the Artwork) together (what makes things common is doing it together)-There are Formative and Summative Assessments, even in Art-Summative is the sum, the total, the end product. The assessment to review the work as a finished body of evidence-The Common Summative Assessment for Art in this district is our May Portfolio review, where we (together and common) look at student data (the artwork), in a way which evaluates the products after the fact with no real way of using the knowledge gained from the discussion to guide our instruction and teaching in the reaming 3-4 weeks left of school. -Formative is to form, to guide, the project in progress as it were. The assessment is used to correct or change or guide the students work as it is happening.-A Common Formative Assessment is a way of looking at student data (the artwork and supporting evidences) together (commonly) while we are still teaching through the school year. Which then will impact and inform our instruction during the duration of the school year. After having defined Student Data and Common Formative Assessments as they relate to art, we decided to start looking at student work during our Afterschool PLC meetings. We together (common) looking at student work (the assessment) during the year which allows time to inform our teaching with best practice (formative) is where we are headed. This is NOT the beginning stages of making all art teachers teach the same thing, at the same time, the same way. This is simply in its very basic form, looking at best practices as informed by the success of students. As such at our next meeting we will be looking at student projects and work. We decided this month we would bring examples of our most successful project and one we struggle with. We would like to look at student work and any supporting resources you used for your project.
Technology:-We asked Lynn to look into the possibility of a district wide staff share for Art teachers-Lynn is looking into setting up workshops with trainings in Smart Board Applications for Art Teachers, WebFusion Profiles and Tools, and Wikis - what they are and how to use them- Nicole at Sunrise is going to set up a Wiki for us as Art teachers to be able to participate and comment on the PLC meetings, so we can all have input even if we can't make it to one of the meetings. (We will have training on how to use it).
Regarding the Day 0 Art PLC, we hope that it can be used as a pilot for the district, showing how useful and valuable this time is. Apparently there was a memorandum of understanding in which principals need to be showing how they are providing collaboration time (I don't have the exact details or even the vague ones, so don't take this as absolute truth)
We reviewed the minutes from both Day 0 minutes and clarified some things for ourselves. -Regarding the Portfolio review in May: -Self Portraits do not need to be literal; a written component, i.e. Artist Statement needs to be tied to at least 1 component of the portfolio. -We will only be bringing one example of a 3 portfolio and one example of a 4 portfolio, if you have a portfolio you feel is questionable please bring it as well. - It was brought up that some would like more in-depth conversations during the portfolio meeting. Lynn said he would survey the Art teachers about how they feel we could get the most out of the discussions at the May portfolio review. - 6th grade show will be at the Laramie County Public Library in February for all elementary schools. Work for the show should be a 3 or a 4 with a written statement.
Jane Hansen and Jill have been getting really good results working with compare and contrast projects. I shared my newest student self assessments (one is attached to this email). I also shared a document I was given at the PLC Training in Seattle this summer showing which types of things you are assessing for match which types of actual assessments. (also attached).
We discussed what Data is in the Art Room. We went back to the Essential Questions of PLCs. 1. What do all students need to know and be able to do?2. How will we know if they have learned it?3. What will we do if they don't?4. What will we do if they come to us already knowing? As elementary teachers we addressed question 1 last year when a group of us developed the Essential Learnings/Scope & Sequence document for the elements and principles of design. Question 2 really is the question related to Student Data. We defined the following:-Student Data in Art is really the physical evidence of student learning, mainly the art itself, it is supported and enhanced with additional components such as writing components.-To know if students have learned the Essential Learnings we need assessments.-Again Student Assessments in Art is first and foremost the Art itself, supported and enhanced with additional components. -To have Common Assessments in Art it means we as Art teachers are looking at Student Data (i.e. the Artwork) together (what makes things common is doing it together)-There are Formative and Summative Assessments, even in Art-Summative is the sum, the total, the end product. The assessment to review the work as a finished body of evidence-The Common Summative Assessment for Art in this district is our May Portfolio review, where we (together and common) look at student data (the artwork), in a way which evaluates the products after the fact with no real way of using the knowledge gained from the discussion to guide our instruction and teaching in the reaming 3-4 weeks left of school. -Formative is to form, to guide, the project in progress as it were. The assessment is used to correct or change or guide the students work as it is happening.-A Common Formative Assessment is a way of looking at student data (the artwork and supporting evidences) together (commonly) while we are still teaching through the school year. Which then will impact and inform our instruction during the duration of the school year. After having defined Student Data and Common Formative Assessments as they relate to art, we decided to start looking at student work during our Afterschool PLC meetings. We together (common) looking at student work (the assessment) during the year which allows time to inform our teaching with best practice (formative) is where we are headed. This is NOT the beginning stages of making all art teachers teach the same thing, at the same time, the same way. This is simply in its very basic form, looking at best practices as informed by the success of students. As such at our next meeting we will be looking at student projects and work. We decided this month we would bring examples of our most successful project and one we struggle with. We would like to look at student work and any supporting resources you used for your project.